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ADHD coaching

Arshya Vahabzadeh, Neha U Keshav, Joseph P Salisbury, Ned T Sahin
BACKGROUND: People with autism spectrum disorder (ASD) commonly experience symptoms related to attention-deficit/hyperactivity disorder (ADHD), including hyperactivity, inattention, and impulsivity. One-third of ASD cases may be complicated by the presence of ADHD. Individuals with dual diagnoses face greater barriers to accessing treatment for ADHD and respond less positively to primary pharmacologic interventions. Nonpharmacologic technology-aided tools for hyperactivity and inattention in people with ASD are being developed, although research into their efficacy and safety remains limited...
March 24, 2018: JMIR Mental Health
Sturla Fossum, Charles Cunningham, Terja Ristkari, Patrick J McGrath, Susanna Hinkka-Yli-Salomäki, Andre Sourander
This study explores the moderators affecting the success of an Internet-based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4-year-old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self-reported parenting skills...
February 26, 2018: Scandinavian Journal of Psychology
Helena Sehlin, Britt Hedman Ahlström, Gerhard Andersson, Elisabet Wentz
BACKGROUND: There is a great demand for non-medical treatment and support targeting the needs of adolescents and young adults with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). There is also a lack of qualitative studies providing in-depth insight into these individuals' own experiences within this area. The current study aimed to explore how adolescents and young adults with ADHD, ASD or both experienced taking part in an internet-based support and coaching intervention...
January 18, 2018: BMC Psychiatry
Maryanne Edmundson, David T R Berry, Hannah L Combs, Stacey L Brothers, Jordan P Harp, Ande Williams, Stephanie L Rojas, Ahmed K Saleh, April B Scott
College students without ADHD may feign symptoms of ADHD to gain access to stimulant medications and academic accommodations. Unfortunately, research has shown that it can be difficult to discriminate malingered from genuine ADHD symptomatology, especially when evaluations are based only on self-report questionnaires. The present study investigated whether nonclinical college students given no additional information could feign ADHD as successfully as those who were coached on symptoms of the disorder. Similar to Jasinski et al...
December 2017: Psychological Assessment
Shin Jeong Park, Wan Ju Park
PURPOSE: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. METHODS: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps...
June 2017: Journal of Korean Academy of Nursing
Mariya V Cherkasova, Lisa R French, Cassidy A Syer, Lorne Cousins, Harry Galina, Yasaman Ahmadi-Kashani, Lily Hechtman
OBJECTIVE: Recent trials have demonstrated efficacy of cognitive behavioral therapy (CBT) in medicated adults with ADHD. Efficacy of CBT in unmedicated versus medicated adults remains mostly unknown. We evaluated the effects of group CBT alone versus combined with medication on ADHD symptoms and functional outcomes in adult patients. METHOD: Eighty-eight adults with ADHD received 12 manualized group CBT sessions, accompanied by individual coaching, either without ( n = 46) or with ( n = 42) medication...
October 1, 2016: Journal of Attention Disorders
Merete B Bjerrum, Preben U Pedersen, Palle Larsen
BACKGROUND: Attention deficit hyperactivity disorder (ADHD) relates to four dimensions of behavior: inattentiveness, restlessness, impulsiveness and hyperactivity. Symptoms affect multiple areas of daily life such as academic performance and social functioning. Despite the negative effects of ADHD, people diagnosed with ADHD do not necessarily regard themselves as being impaired. However, it is unclear how adults with ADHD experience and manage their symptoms. OBJECTIVES: To identify and synthesize the best available evidence on how adults experience living with ADHD...
April 2017: JBI Database of Systematic Reviews and Implementation Reports
Sammy Roording-Ragetlie, Helen Klip, Jan Buitelaar, Dorine Slaats-Willemse
BACKGROUND: Working memory training (WMT) has been shown to offer therapeutic benefits to both patients with Attention-Deficit Hyperactivity Disorder (ADHD) and patients with mild to borderline Intellectual Disabilities (MBID; 60 < IQ < 85). However, robust evidence for transfer effects and treatment benefits of WMT over placebo training are lacking. Owing to the nature of double-blind research designs in RCTs, children have received non-specific coaching not based on their actual training performance...
March 28, 2017: BMC Psychiatry
Helena Söderqvist, Eklund Kajsa, Britt Hedman Ahlström, Elisabet Wentz
BACKGROUND: Everyday life in a family with a young person with attention-deficit/hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD), is multifaceted and may be a burden to the caregivers. The aim was to explore experiences of the caregiver situation, and how they were affected when the young persons received Internet-Based Support and Coaching (IBSC). METHOD: A multiple descriptive case design was used. Ten caregivers of 10 young persons with ADHD and/or ASD participated, and completed a questionnaire, measuring caregiver burden...
September 2017: Scandinavian Journal of Occupational Therapy
Elizabeth S Wolfe, Kelly J Madden
CONTEXT: Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility. Athletic trainers (ATs) are valuable and essential health care providers for active patients with ADHD. However, for a patient with ADHD to have a successful outcome in a busy athletic training environment, the AT or health care provider must tailor the treatment setting to the patient's needs. OBJECTIVE: To educate and raise awareness among ATs about patients with ADHD and to provide ATs with strategies and tools that will allow them to treat patients with ADHD more effectively...
October 2016: Journal of Athletic Training
Frances Prevatt
Evidence suggests that ADHD can impair academic achievement in college students and throughout the life span. College students with ADHD are an at-risk population who might benefit from interventions. An offshoot of CBT-oriented therapy that has grown significantly and gained popularity in recent years is ADHD coaching. ADHD coaching is a psychosocial intervention that helps individuals develop skills, strategies, and behaviors to cope with the core impairments associated with ADHD. Most coaching programs are primarily based on a CBT approach and target planning, time management, goal setting, organization, and problem solving...
December 2016: Current Psychiatry Reports
Anselm B M Fuermaier, Oliver Tucha, Janneke Koerts, Meryem Grabski, Klaus W Lange, Matthias Weisbrod, Steffen Aschenbrenner, Lara Tucha
OBJECTIVES: It has been shown that an increasing number of adults deliberately feign attention deficit hyperactivity disorder (ADHD), which demonstrates the need for new tests designed to detect feigned ADHD. METHODS: An Embedded Figures Test (EFT) was developed for the detection of feigned ADHD in adulthood. EFT performance of 51 adults with ADHD was compared to the performance of 52 matched healthy individuals, as well as to 268 undergraduate students who were randomly allocated in a simulation design to one of four experimental conditions, i...
2016: PloS One
Penny Corkum, Patricia Lingley-Pottie, Fiona Davidson, Patrick McGrath, Christine T Chambers, Jennifer Mullane, Sheila Laredo, Kimberley Woodford, Shelly K Weiss
OBJECTIVE: Better Nights/Better Days, a distance intervention for insomnia in school-aged children (with and without attention-deficit/hyperactivity disorder [ADHD]), was evaluated to determine its effectiveness on children's sleep and psychosocial functioning. METHODS: A single center, parallel group design randomized controlled trial (stratified on ADHD diagnosis) was conducted. Parents were randomized to intervention (n = 31) or waitlist control (n = 30), and completed questionnaires administered over the phone at baseline, postintervention (2 months), and follow-up (6 months)...
July 2016: Journal of Pediatric Psychology
A García Ron, R Serrano Grasa, R Blanco Lago, B Huete Hernani, D A Pérez Martinez
INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is the most frequent neurodevelopmental disorder and must be considered a public health priority because of its functional repercussions in school, family, and social settings. Health empowerment is an innovative model of care for patients with chronic diseases based on self-management education. Our goal is to evaluate the effectiveness of empowerment using coaching within a multimodal treatment plan in paediatric patients with ADHD...
March 2016: Neurología: Publicación Oficial de la Sociedad Española de Neurología
Penny Corkum, Nezihe Elik, Pamela A C Blotnicky-Gallant, Melissa McGonnell, Patrick McGrath
OBJECTIVE: To test the acceptability, satisfaction, and effectiveness of a web-based intervention for teachers of elementary school-aged children with ADHD. METHOD: Elementary classroom teachers (N = 58), along with their students with ADHD, participated in a randomized controlled trial. The program consisted of six sessions that included evidence-based intervention strategies for reducing ADHD symptoms and impairment in the classroom setting. Teachers also had access to a moderated Discussion Board and an online ADHD coach...
September 11, 2015: Journal of Attention Disorders
Linda M Kronenberg, Roeliene Verkerk-Tamminga, Peter J J Goossens, Wim van den Brink, Theo van Achterberg
The process of personal recovery in people diagnosed with substance use disorder and comorbid attention deficit/hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) was mapped. Four general themes representing four consecutive stages in the recovery process were identified in both client groups: (1) crisis and diagnosis; (2) dealing with agitation, symptoms, and burden; (3) reorganization of life; and (4) meaningful life. However, the personal recovery outcomes and the need for support were different for the two clients groups...
August 2015: Archives of Psychiatric Nursing
Stephen B Bernstein
Most analysts are now treating or can expect to treat adult patients with cognitive deficits such as attention deficit hyperactivity disorder (ADHD), based on the prevalence of this syndrome in children and its continuation into adulthood. ADHD is a cognitive disorder considered by nonanalytic and analytic writers to be a dysfunction of affect regulation and behavioral inhibition. Analysis deals with these issues, and most analytic theories address affect regulation. Manifestations of ADHD can mimic the clinical expression of intrapsychic conflict, in which the cognitive deficits are embedded...
April 2015: Journal of the American Psychoanalytic Association
Shara B Goudreau, Melissa Knight
OBJECTIVE: ADHD is defined as impairment to self-regulatory behavior and executive functioning (EF). Many students with other learning disabilities (LD) also experience EF impairments. With the rising number of students with ADHD and LD enrolling in higher education, it is important to recognize the challenges these students face and to provide effective support when transitioning from secondary to postsecondary school. This article examines the challenges of the transition from secondary to postsecondary environments, specifically with the student diagnosed with ADHD and/or other LD...
February 2018: Journal of Attention Disorders
Hamish A Kerr
Concussion in children is frequently related to participation in sports. It requires a traumatic event to occur that transmits acceleration to the brain. Some children may have intrinsic risk factors that place them at greater risk for this type of injury. Comorbidities such as attention-deficit/hyperactivity disorder, migraine headaches, and mood disorders may place athletes at increased risk of more severe injury. A previous concussion is probably the most important influence on risk for future injury. Extrinsic risk factors include coaching techniques, officiating, and choice of sport...
December 2014: Pediatric Annals
Linda S Deal, Jodi Sleeper-Triplett, Dana B DiBenedetti, Lauren Nelson, Lori McLeod, Emily E Haydysch, T Michelle Brown
OBJECTIVE: Develop and validate the ADHD Benefits of Coaching Scale (ABCS), a self-report instrument designed to measure benefits of ADHD coaching in college students. METHOD: Concepts were elicited from interviews with ADHD coaches and college students receiving ADHD coaching. Draft items were tested in cognitive interviews among ADHD students. Item and scale reliability and validity of ABCS were evaluated using web-survey data from students reporting ADHD. Mean ABCS scores for coached and noncoached groups were compared...
March 2015: Journal of Attention Disorders
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